Abstract
Refugee children comprise half of the total world refugee population and face numerous complex challenges, including limited access to quality education. In this study, we explored family-professional partnerships between refugee families and early educators, specifically, we examined the challenges faced, and supports needed by early educators. Nine early educators participated in this iterative, qualitative study, completing a demographic form and engaging in two rounds of semi-structured interviews. Data analysis revealed that early educators encountered primary challenges such as language barriers, limited opportunities for interaction with families, and a lack of knowledge about families’ refugee status. Regarding the supports needed for developing partnerships, most early educators expressed a desire for communication-related assistance and training in culturally-sustainable practices. Implications of our results underscore the importance of teacher preparation programs equipping early educators with a deeper understanding of diverse cultural practices and refugee status to foster equitable partnerships.
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